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Feedback Request on Work: Overview

Dayne
Updated

Introduction

In this article, we will walk you through the intended pedagogical purpose of Feedback Request on Work.

Collecting meaningful feedback on student work is essential for growth; but traditional feedback workflows limit who can participate and when. Feedback Request on Work puts students in the driver's seat: they submit their deliverable, choose the criteria they want feedback on, and invite reviewers, including people outside the LMS such as supervisors, industry mentors, or external readers.

This student-initiated approach builds metacognitive skills by encouraging learners to reflect on what kind of feedback they need and from whom. At the same time, teachers stay in control of the feedback framework by defining the available criteria, rubrics, and rating scales.

Here you can find our user guides for Feedback Request on Work:

 

How It Works

A typical Feedback Request on Work activity follows these steps:

  1. The teacher sets up the activity: defining feedback criteria (rubrics, scales, or comment-only), writing instructions for reviewers, and optionally allowing students to select which criteria they want feedback on.

  2. The student submits their work: uploading their deliverable (e.g., an essay, report, or project file).

  3. The student creates a feedback request: writing instructions for their reviewer and selecting the criteria they want reviewed.

  4. The student invites reviewers: adding reviewers by email, assigning a role (e.g., supervisor, first reader, industry mentor), and including a personal message. Reviewers do not need a FeedbackFruits account or LMS access.

  5. The reviewer provides feedback: through a clean, mobile-first interface with no login required. Reviewers see the submission alongside the selected criteria, give ratings and comments, and can stop and resume at any time.

  6. The student reads and reflects on the received feedback.

The key design choice is that the teacher defines what feedback looks like, while the student controls who gives it, when they ask for it, and what aspects of their work they want reviewed.

Student - activity overview with submissions no progress.jpg

Fig. 1: Workflow steps in the Feedback Request on Work activity

 

Benefits of Using Feedback Request on Work

Giving students control of the feedback process is not always straightforward. Teachers often face challenges such as:

  • Limited access to external perspectives: Feedback from people outside the course (industry professionals, supervisors, mentors) is valuable but hard to organize.

  • Passive feedback habits: Students receive feedback but rarely reflect on what kind of feedback they actually need.

  • Logistical barriers: External reviewers may not have LMS access, making participation complicated.

     

Why use Feedback Request on Work

Through implementation of Feedback Request on Work, you can address these common pain points:

  • Empower student agency: Students build metacognitive skills by identifying what they need feedback on and from whom.

  • Bring in external expertise: Supervisors, industry mentors, and other external stakeholders can review student work without needing an account or LMS access.

  • **Simplify the reviewer experience:**The mobile-first, no-login interface ensures external reviewers can complete their review quickly and easily.

  • Maintain teacher oversight: Teachers define the available feedback criteria and configure the activity settings. Students make choices within the framework the teacher has established.

  • Familiar setup for teachers: The activity configuration follows the same patterns as other FeedbackFruits tools, keeping the learning curve low.

 

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